Longitudinal study of the impact of requiring training for students with initially weak spatial skills

Adaptive Training of the Mental Rotation Ability in an Immersive Virtual Environment

“…The research indicates the importance of MRA for technical professions [28]. Sorby et al [29], Sorby and Baartmans [30] and Veurink and Sorby [31], for example, show that improving spatial skills, especially MRA, can lead to a better performance in mathematics, computer science, science, and technology. Other authors also find significantly high positive correlations between mathematical skills and spatial abilities [32], [33].…”

A Novel Training Program to Improve Human Spatial Orientation: Preliminary Findings

“…Similarly, Veurink and Sorby (2019) recently analyzed the results of a longitudinal study aimed at improving spatial skills in engineering students who initially scored low on the Purdue Spatial Visualization Test, a measure of one's mental rotation ability (Bodner and Guay, 1997). In this study, the training program focused on several spatial skills, such as the rotation of objects and cutting planes, but none of their measures focused on cognitive map formation (Veurink and Sorby, 2019). While no studies to date have examined the potential to train the ability to form cognitive maps, it remains difficult to argue that training specific spatial skills (such as mental rotation or landmark recognition) would result in better spatial orientation and navigation.…”

“…For instance, a study by Xiao et al (2018) examined the potential for a video game platform to train spatial visualization skills without using any measures to determine improvements in cognitive map formation abilities. Similarly, Veurink and Sorby (2019) recently analyzed the results of a longitudinal study aimed at improving spatial skills in engineering students who initially scored low on the Purdue Spatial Visualization Test, a measure of one's mental rotation ability (Bodner and Guay, 1997). In this study, the training program focused on several spatial skills, such as the rotation of objects and cutting planes, but none of their measures focused on cognitive map formation (Veurink and Sorby, 2019).…”

“…Despite the fairly well-known behavioral mechanisms underlying the ability to orient by means of cognitive maps, to date, very little is known about the potential effects of training programs that may help to improve such important skills. Although there is evidence that spatial skills are moderately malleable and could be improved by a specifically designed training program (Uttal et al, 2013), these studies have focused solely on improving performance on lower-level spatial functions such as mental rotation, visual selective attention, spatial problem solving, and landmark recognition (Subrahmanyam and Greenfield, 1994;Feng et al, 2007;Cherney, 2008;Lövdén et al, 2012;Nemmi et al, 2017;Xiao et al, 2018;Veurink and Sorby, 2019;Yamamoto et al, 2019). Consequently, this leaves a gap in the literature regarding whether or not it is possible to train the relatively higher-level ability to form cognitive maps.…”

Problematizing spatial literacy within the school curriculum

“…In order to work with these data, the skills involved in visualising, reasoning and communicating about two-dimensional (2-D) and threedimensional (3-D) spatial information are necessary. Internationally, well-developed levels of Spatial Literacy are cited as predictors of success and engagement in STEM (Science, Technology, Engineering and Mathematics) courses at third-level (Gagnier and Fisher 2016;Lubinski 2010;Sorby et al 2014;Veurink and Sorby 2017;Wai et al 2009), however, interventions are frequently required to address Spatial Literacy deficiencies at secondary school level (Julià and Antolì 2017) and upon matriculation to third-level courses (Lane and Sorby 2015;Utal and Cohen 2012;Utal et al 2013). It has been frequently observed that females tend to struggle more than males on tests that measure some aspects of Spatial Literacy (Hoffman et al 2011;Linn and Petersen 1985).…”